TITLE:  MY PYRAMID - PREPARING FOR A JOURNEY

AUTHOR:  Noreen Kraig, CA

GRADE LEVEL/SUBJECT:  Intermediate, 
  WRITING DOMAIN:  Descriptive/Persuasive
  THINKING LEVEL:  Synthesis

LESSON DESCRIPTION:  The students will write a three paragraph paper
describing the treasures they would stock in their pyramid and explaining
why their Ka would want and/or need these items on its journey.

OBJECTIVES:
  1.  Thinking Skills:  The students will
      a)  Define---evaluate their values in terms of what they feel would
          be treasures to carry into their next life.
      b)  Invent---use hieroglyphs to inscribe their name and one descriptive
          sentence about themselves.
      c)  Imagine---create a pyramid and floor plan.
  2.  Writing Skills:  The students will
      a)  write descriptively about the stocking of their pyramid.
      b)  write persuasively about the items they chose to take with them.
      c)  write a concluding paragraph about their preparations.

PREWRITING:
  1.  OUR WORLD YESTERDAY AND TODAY; Scott, Foresman; pp. 112-115;
      "Civilization Along the Nile."
  2.  TUTANKHAMEN by Dearoches-Noblecourt
      class viewing/book passed
  3.  "Pyramid", a video documentary by David Macaulay.

PROMPT:  The student will have a finished product of three to four pages to
include a hieroglyph with their name and 
descriptive sentence; a sketch of a pyramid's external 
structure and floor plan; a sample of a wall graphic; 
and a three paragraph composition explaining the items 
they chose to stock in their pyramid.

PRECOMPOSING:
  1.  Two class periods will be spent in small group activities using four
      learning centers.
    a.  PYRAMID by David Macaulay.  Book available as a refresher on building
        with a pyramid and setting up the floor plan.
    b.  Fun With Hieroglyphs, an activity program by Catharine Roehrig which
        can be used for the hieroglyphics or as inspiration for designing
        hieroglyphs.
    c.  Coloring Book of Ancient Egypt which can be used for the tomb graphic
        or as inspiration for the student's creative design.
    d.  TUTANKHAMEN by Dearoches-Noblecourt
    e.  NATIONAL GEOGRAPHIC; March '77; Vol. 151, Number 3.
Tutankhamen's treasures and Egypt today.
  2.  Double Clustering, first identifying items stocked by the ancient
      Egyptian kings; then extending the cluster to reflect the needs and
      treasures of today.

WRITING:  The students will be assigned as part class, part 
homework the completion of their rough draft in three days.

SHARING:  Using writing groups to share rough drafts.
    a.  Emphasize positive comments (what you enjoyed the 
        most, thought the best, etc).
    b.  question any parts you did not understand.
    c.  allow time to return to desk with individual papers 
        and ink in revision ideas, areas that need clarification, etc.

REVISING:  Selecting a partner, make sure the writing is clear and
incorporates any ideas/suggestions made in the writing group.

EDITING:  Use edit sheet to determine if all criteria emphasized for this
assignment have been met.
  1.  complete sentences (no sentences beginning with 
      "so", "when", "because", "since".)
  2.  no sentences beginning with "and".
  3.  at least one sentence per paragraph beginning with 
      a)  --ly word, and  b)  --ing word.
  4.  no misspelled words.

EVALUATION:
  1.  Teacher evaluation using rubric for composition part of the 
      assignment.
    a.  topic sentences for each paragraph
    b.  introductory paragraph listing the items the student 
        wishes to stock (minimum 3/maximum 6)
    c.  persuasive paragraph on the importance of the items 
        stocked to the student's health and happiness in the next 
        stage of his life
    d.  concluding paragraph pulling together the preparations 
        and the comfort the student feels his Ka will now have.
  2.  Teacher evaluation for remaining part of assignment
    a.  pyramid and floor plan design
    b.  hieroglyph of name and descriptive sentence
    c.  wall graphic
  3.  Bulletin board display to include each child with his or her "best"
      of the assignment on display.